The process of critical literacy in cooperative learning groups:
intersections and possibilities
DOI:
https://doi.org/10.26512/rhla.v24i1.55287Keywords:
Critical literacy, Cooperative Learning, Text productionAbstract
This article explores the concepts of Critical Literacy (CL) and Cooperative Learning (CL), proposing intersections and classroom work possibilities based on these theories. It argues that working with cooperative learning groups enhances the development of critical literacy. The approach is grounded in the new High School Curricular Guidelines (OCEM), which combine educational and cultural issues with linguistic and instrumental objectives. Cooperative learning methodology is presented as an effective tool to combat social discrimination, value culture, and improve students' academic performance. The didactic proposal includes pre-textualization, textualization, and post-textualization stages, using cooperative techniques and a critical approach to texts. The activities are designed to foster interaction, shared responsibility, and the development of social and cognitive skills. The conclusions highlight the importance of integrating CL and CL to promote inclusive and transformative education, emphasizing the need for continuous methodological adaptation and ongoing teacher training.
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